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The 50 Best Public Elementary Schools In The U.S.
Elementary school marks a life-changing experience for children. Regardless of their preschool experience, on the first day of kindergarten, each child walks into a new world — a world that excites growing minds, a world that can intimidate, and a world that fundamentally forms a child’s impression of learning and education.
We believe the schools in this ranking exemplify the very best in elementary education. The aim of this ranking is to showcase just how good US education at the elementary-level can be. This is an American success story!
Some schools on this list may seem to have unfair advantages (better resources, more money, etc.). The common denominator, however, is that all schools listed here, working with what they have, create environments that are highly effective at stimulating learning and fostering personal growth.
We paid attention to aspects of the schools that we believe help create such effective environments. The schools on this list are not solely concerned with academics. In addition, these schools pay attention to variety, innovation, fun, and strong parental and community involvement.
This is a ranking article, sure, but we hope the take-away lesson is not whether a school was #20 or #41, #1 or #50. Every high-performing school on this list deserves your attention! These schools show what highly-motivated faculty, staff, parents, and students can achieve by raising expectations, rewarding hard work, and building character.
Top 10 Best Elementary Schools
- Aukamm Elementary
- Mason-Rice Elementary
- Little Harbor Elementary
- Bay Head Elementary
- Frost Elementary
- Marion Cross School
- Merion Elementary
- Marais des Cygnes Valley Elementary
- Hawk Ridge Elementary
- Crawford Elementary
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The Best American Elementary Schools
1. Aukamm Elementary School
Wiesbaden, Germany
Some of the most overlooked people in the military are the children who travel with their military parents from base to base, even if it is in a foreign country. The Department of Defense understands the special challenges that children in these circumstances face and provides education on the base when local schools are not available.
Currently, there are 250 elementary students in grades K through five attending Aukamm Elementary on the Wiesbaden Air Base. The base was originally an air base for the German Luftwaffe during World War II.
One of the classrooms at AES is a four and five multi-grade class. The other ten classes comprise kindergarten through fifth grade single grade classes. Students participate in P.E., music, art, Spanish, media center instruction, and technology instruction.
Students also participate in a Host Nation program, which provides cultural instruction and language acquisition opportunities so that students can truly develop an appreciation for their host country.
Host Nation classes and activities are taught by host nation teachers. It is a unique feature of the Department of Defense Dependent Schools elementary program.
The 102nd Signal Brigade volunteers as mentors and computer club support. They also volunteer at many activities held at or by the school. Students can participate in student council, sewing and crafting, art club, gardening club, drama club, cooking club, and music club.
While the school is part of the Department of Defense Education Activity (DoDEA), the school is supported by the Kaiserslautern School District.
- 2014 Blue Ribbon Award/Exemplary High Performing School
2. Mason-Rice Elementary
Newton Centre, Massachusetts
In the 90’s, Massachusetts set out to reform public education to bring about a student population that was better educated and performed better on achievement tests. Nowhere is this appreciated more than at Mason-Rice Elementary (MRE) where the third, fourth, and fifth graders outperformed all of the peers in their state.
In addition to managing almost perfect scores in math and reading in all grades, a large percentage of those passing also scored high enough to be considered advanced. Furthermore, MRE met all goals for the year, achieving adequate yearly progress.
Serving students between Kindergarten through fifth grade, students enjoy art, music, P.E., and instruction in instrumental music. Students have the opportunity to feature the books they are reading, record what they have learned from a book, and record discussions they have had about books they have read. Students can also sign up for a lunch on Fridays in which a book will be discussed.
Group instrument lessons are offered to fourth graders who present one formal concert at the end of the year. Teachers schedule other informal performances as the students progress.
- Ranked 25th of the Best 100 Schools in the US by Neighborhood Scout
- Rated the 3rd best elementary school in the Northeast by Neighborhood Scout
- Rated 10 out of 10 by Education.
com - Given a grade of A+ by K12.Niche.com
- Given a grade of A+ by LocalSchoolDirectory.com
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3. Little Harbor Elementary School
Portsmouth, New Hampshire
Approximately 400 students in grades K through five attend Little Harbor Elementary School. 23 teachers provide instruction that includes both reading and writing workshops, word study, and regular academic classes based upon Common Core objectives, and the Follow the Child framework.
Students demonstrate their work through portfolios, projects, competitions, and artwork displays. Students attend field trips including one to the Living History Museum. Students and parents enjoy extra activities throughout the year, such as a spaghetti supper, Fall Festival, Halloween Parade, a Book Fair, and a Barn Dance for students.
Elementary students receive tutoring from high school students through a program called Amigos. Students have a student council, chess club, and a school store.
Fifth graders get to attend an Environmental Camp and all grades have intramural sports.
Students in New Hampshire are tested in reading and math in 3rd through 5th grades. They are tested in writing in fifth grade, and science in fourth grade. All of Little Harbor’s grades taken together give them the second highest average of all schools in the state.
- Given a grade of 98 by FindTheBest.com
- Given a grade of A by K12.Niche.com
- Given a grade of A- by LocalSchoolDirectory.com
- Ranked number four out of 227 schools by SchoolDigger.com with a five star rating
4. Bay Head Elementary
Bay Head, New Jersey
Designated by the state as a Reward School based upon superior academic excellence, Bay Head Elementary serves students in grades K through 8. Students have the opportunity to play on several sports teams in basketball, softball, soccer, and tennis. Additionally, students can participate in a garden club, aviation club, safety patrol, magic club, student council, art club, Kid Fit Club, chess club, and homework club.
Students receive peer tutoring in a program called Positive Partners where older students are paired with younger students. Partners participate in activities together throughout the year. All students take classes in Spanish, P.E., music, and art.
All classes go on two or more field trips per year. Students of elementary age have access to lap top computers for individual work, and teachers have Smart Boards and Smart Responders for learning through group engagement.
Out of district students are accepted, but students must apply and pay tuition. An aftercare program is provided on regular school days. Students can receive academic help at that time or just relax with friends or play games. There is a charge for the after school program, but parents only have to pay for days their children stay after school and utilize the program.
- Ranked #1 of New Jersey Schools by JerseyCAN
- State of New Jersey Department of Education Reward School
- Given a grade of A by LocalSchoolDirectory. com
- Rated nine out of 10 by Education.com
- Ranked 120 out of 1229 Schools by SchoolDigger with a five star rating
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5. Frost Elementary
Frostburg, Maryland
The EPE Research Center, who rates state educational systems based upon how well the state does across all its districts, gave to Maryland alone a B+; all other states were given a lesser grade. Frost Elementary had the fourth highest test average combining all state assessment scores in math, reading, and science, for grades three through five. Frost serves students in grades K through 5.
Students at Frost Elementary enjoy more than just academic classes and the accolades of those who rate schools. The Parent Teacher Organization partners with Frost to provide students with enrichment activities including pumpkin decorating and a trunk or treat
event complete with a D.J. For Veterans Day, local veterans came to the school, read a book to classes and shared some of their experiences with the students.
The choir, comprised of 3rd through 5th grade students, performed a concert in their honor.
Looking to the community, students at Frost celebrated the Kids-Helping-Kids campaign during the week of October 27 through October 31 to raise awareness about others in need and to collect canned goods to benefit the Frostburg Food Pantry.
- 2014 Blue Ribbon Award/Exemplary High Performing School
- Ranked 17 out of 813 Schools by SchoolDigger with a five star rating
- Given a grade of B+ by K12.Niche.com
- Rated 10 out of 10 by Education.com
6. Marion Cross School
Norwich, Vermont
Frequently schools get caught up in the need for high scores on math and reading and give less attention to other subjects which may be tested, but that are not used to determine a school’s adequate yearly progress. This is not true at Marion Cross School where fourth and fifth graders did very well on the science and writing tests, respectively, narrowly outperforming other top schools in the state.
Students study the normal academic courses, but also take lessons in French, health, environmental education, technology, P.E., music, art, and library. Students have several innovative art projects to complete throughout the year. Many of these projects are featured on a special art website, displaying a wide array of creativity and talent. From insect drawings from first graders to group projects in fifth grade where each group is assigned a national park to depict in their drawings, art is integrated into other subjects in the curriculum, especially science.
Through the LEEEP (Learning about the Environment through Experiential Education Projects) Program, students complete outdoor projects to teach them about, and give them an appreciation for, the natural world through environmental inquiry.
- Ranked two out of 112 out of schools with a five star rating by SchoolDigger.com
- Rated 10 out of 10 by Education.com
- Given a grade of A by K12. Niche.com
Niche.com
7. Merion Elementary School
Merion, Pennsylvania
Merion Elementary School has a history of excellence. The school has over 500 students in grades K through five in a campus that spans over eight acres with specialized learning support classrooms, an auditorium, gym, cafeteria, playground, playing fields, and a library/media center.
There are 23 classroom teachers and additional teachers for special education, P.E., art, library, music, and the gifted and talented program. The school also employs two literacy specialists and all students second grade and over take Spanish lessons every week with one to two language teachers.
Students at Merion are accustomed to using technology in the classroom and are given multiple opportunities every week to use wireless technology and/or the computer lab. Additionally, students in fourth and fifth grade may participate in band, orchestra, and/or choir.
There are also after school athletics for interested students.
Although the school first opened its doors in 1925, the school has undergone several changes. Major renovations took place in 2003 so that the school was updated and modernized.
In the summers there are camps for young writers and readers. During the school year, the school district provides a subscription to DreamBox, which allows students to develop skills in STEM subjects both at school and at home. Parents are encouraged to have their children use the program at home and parents are given tips and ideas on how to work with their children in math to make it engaging and fun.
Students at Merion have helped raise over four thousand pounds of food for Philabundance, a charity providing food to the needy.
- 2014 Blue Ribbon Award/Exemplary High Performing School
- Presidential Award for Excellence in Mathematics and Science Teaching
- Given a grade of A+ by K12. Niche.com
- Given a grade of A by LocalSchoolDirectory.com
- Ranked four out of 1415 schools with a five star rating by Schooldigger.com
Niche.com
8. Marais des Cygnes Valley Elementary
Quenemo, Kansas
The Marais des Cygnes Valley School District has an elementary school and a middle/high school. The elementary school serves students in grades K through 5. Some teachers work in both schools such as the music teacher who recently acquired five acoustic guitars for use in music classes, giving students exposure to new and different types of music in both the upper and lower schools.
Fourth grade science students received a perfect score on the Kansas State Assessment of Science. Third and Fourth graders received perfect scores on the Kansas State Assessment of Math. Third and Fourth grade students received a perfect score on the Kansas State Assessment of Reading. All other scores were in the high 90s.
It is of little surprise, then, that Marais des Cygnes Valley Elementary received National Recognition from the US Department of Education as a 2014 Blue Ribbon School as well as an additional award as an exemplary school for closing the gap in achievement.
Every week, each grade elects a student of the week. Parents of students given this honor are then invited to come to the school and have lunch their children to celebrate this honor.
- 2014 Blue Ribbon Award/Exemplary High Performing School
- Given a grade of B- by K12.Niche.com
- Ranked number seven out of 563 schools by Schooldigger.com with a five star rating
- Ranked nine out of 10 by Zillow.com
9. Hawk Ridge Elementary
Charlotte, North Carolina
Because of their almost-perfect achievement on state-administered standardized tests, Hawk Ridge has been named an Honor School of Excellence from the state of North Carolina.
Students are given the opportunity to participate in activities such as the Movie Making Club, the Fishing Club, Reader’s Theater, the Instrumentation Club, the Math Olympiad, Sports Broadcasting, as well as many other activities that are parent-sponsored.
Nearly fifty percent of the teachers have master’s degrees and almost fifty percent are National Board-certified. Weekly newsletters from the principal also include parent tips. Parents are a vital part of Hawk Ridge. In the 2013–14 school year, they raised over $30,000 to buy smart boards for the classrooms. Their efforts not only make extracurricular activities possible, but they also volunteer for many other activities such as Night of the Arts, the Science Fair, and the annual Multicultural Celebration.
Hawk Ridge is not satisfied with an ordinary curriculum. To enhance learning, the curriculum is being buoyed by the Seven Habits of Happy Kids. These are listed on the technology tools website along with several links to helpful websites and projects created by students.
Also, for each grade there is a list of links that are tailored to the students of that grade to help them in a variety of skills and subjects.
- Given a grade of A+ by LocalSchoolDirectory.com
- Ranked number three out of 1033 schools with a five star rating by Schooldigger.com
- Rated 10 out of 10 by Education.com
- Given a grade of 99 by City-Data.com
- 2005 Blue Ribbon Award Winner
10. Crawford Elementary School
Fairbanks, Alaska
Located on Eielson Air Force Base, the majority of students are military dependents, but students from Moose Creek also attend. There are approximately 300 students in grades three through 6. The school opened in 1997 and was named after Robert McArthur Crawford who penned the Air Force song, best known by the first line: Off we go into the wild blue yonder.
The Crawford library has an online search engine by keyword, title, author, subject, or series.
The library also provides online links for homework help and links to the Accelerated Reader Program and the ThinkCentral website where students can access coursework in social studies, world languages, reading and language arts, math, science, and health.
Students have lessons in music and one teacher is dedicated to an extended learning program. There is a special education program and intervention specialists for academics and behavior.
- 2014 Blue Ribbon Award/Exemplary High Performing School
- 1999 USAF Award for Design Excellence
- Ranked number one out of 116 schools with a five star rating by Schooldigger.com
- Given a grade of 90 by City-data.com
Methodology
Only schools that included grades three through five were considered for this list. Moreover, we focused on the scores and achievements of only the third, fourth, and fifth grades. When looking at state assessment scores, all state-administered tests were considered in a school’s overall average for grades three through five.
Many schools on this list earned Blue Ribbon awards from the Department of Education. Schools have to apply and qualify in order to be chosen for this award. Schools cannot reapply for five years, so obtaining this award is a significant achievement no matter the year in which it was received. America has approximately 70,000 public elementary schools, and thousands of these schools apply annually for the award. But each year only about 300 receive the coveted Blue Ribbon.
This list of schools includes a few not located in America’s 50 states (Alabama through Wyoming). All out-of-country schools on this list are run by the Department of Defense Education Activity (DoDEA). They are located on military bases and operated by certified teachers. The schools have AdvanceEd accreditation and are recognized by the US Senate as American schools.
Life for military children can be challenging because they must frequently move from base to base.
Correspondingly, teachers and administrators at these schools face the challenge of an ever-changing student body. Yet such challenges also present unique opportunities, such as linguistic and cultural enrichment through a Host Nation Program. This is why a DoDEA school is ranked number one on this list.
New Jersey Public Schools Fact Sheet 2022-2023
Most of the information reported is based on data collected in the Fall of the current school year. Dropout rates and graduation rates are based on the previous school year’s data.
| Local Educational Agencies | 697 |
|---|---|
| Operating School Districts | 593 |
| Charter Schools | 85 |
| Renaissance Schools | 3 |
| Non-operating School Districts | 16 |
| Total | 2,511 |
|---|---|
| Elementary | 2,006 |
| Secondary | 397 |
| Combined (Elementary and Secondary) | 108 |
Secondary schools include any combination of grades 9 to 12. Schools that include elementary and secondary grades are categorized as Combined (Elementary and Secondary).| State Aid | $9.92 billion |
|---|
| Public School Enrollment | 1.3 million |
|---|---|
| Charter School Enrollment | 58,569 |
| Number of Classroom Teachers | 116,698 |
|---|
Fact sheets from previous years provided a head count.| Dropout Rate | 1.2% |
|---|
| Four-year Graduation Rate | 91% |
|---|
| Administrators and Supervisors | $135,133 |
|---|---|
| Classroom Teachers | $77,619 |
| Educational Support Services | $81,263 |
| District Superintendents | $185,658 |
| Principals | $137,250 |
If a staff member’s job assignments fall into multiple categories, they were not used in the calculation.Forms of assessment in primary school lessons
Introduction
Primary school assessment is considered one of the most important, but at the same time, the most problematic areas. Toddler assessment system is designed to help the child gain self-confidence and healthy self-criticism or, in other words, healthy self-esteem. Teachers evaluate their students not completely objectively, not like robots, but as fair and benevolent people, taking into account the individual characteristics of the child (attention, memory, thinking, imagination, perception, speech ….)
Goals:
- help the child gain self-confidence and healthy self-esteem;
- creation of optimal pedagogical conditions for the formation of the foundations of educational activities.
Objectives:
- to cultivate academic independence in schoolchildren as the ability to expand their knowledge, skills and abilities on their own initiative.
Expected result: Successful student.
Theoretical generalization of the topic:
Assessment is one of the main components of the learning process.
Evaluation function – get, evaluate and show the learning outcome.
There are two approaches to assessment in the modern educational system:
- assessment for assessment
- assessment for learning
Assessment for assessment is a monitoring function recognized to determine what a student has learned at a particular moment.
With this form of assessment, the student’s achievements are compared with the established standards, which corresponds to the conclusion: meets / does not meet the standard, level, approved scoring scale.
Assessment for learning is a function of the learning system that facilitates the learning process and is primarily aimed at identifying the capabilities and potential of the learner in their learning.
This is a tool used simultaneously to determine the qualitative characteristics of the education of the student and the progress of the teacher and to establish the level achieved in learning by the student, teacher and educational institution.
This is a way to correct the training program by the students themselves and the teacher’s activities in organizing work with the student.
Let’s consider the evaluation process carried out by the teacher in order to determine the effectiveness of students’ activities.
This process involves the student demonstrating knowledge and skills and the teacher who organized the observation, ensured the collection, analysis of the compliance of the estimated indicators with the specified criteria and monitoring of the results.
The conditions for conducting the assessment process are determined by various forms and methods of teaching.
However, when it comes to measuring achievement for comparison purposes, testing is not appropriate.
Another form is required here, such as, for example, authentic evaluation of learning outcomes.
Authentic assessment – is an assessment of the process of development and progress of the student, in his real achievements. It can in no way be subjective, it takes a fairly large amount of time to prepare, conduct and summarize, therefore it is carried out in small groups or individually.
A teacher who conducts authentic assessment should have a clear idea of what will be assessed before the assessment process begins.
Authentic assessment has another feature, it is carried out immediately after the completion of the task, because here the process of execution is more important than its result.
Data obtained as a result of multiple observations, as well as all kinds of students’ work, are accumulated in the portfolio. The portfolio makes a significant contribution to assessment and is an authentic confirmation of the student’s progress, characterizing his strengths and weaknesses.
The ability to objectively evaluate one’s own activities and achievements for a modern person becomes the same necessary skill as the process of acquiring and using new knowledge. In addition to qualitative and quantitative (point) self-assessment of the work, it is important for the student to receive a qualitative and quantitative assessment of their own achievements.
It is a self-evaluation process specially organized by the teacher, when the student evaluates his own work, or a peer evaluation process, when students evaluate the work of other participants.
At each stage of teaching, the teacher organizes the process of discussing questions that he prepares in advance; analysis and commenting of practical tasks performed by students; an expert evaluation of the final results obtained by students is carried out.
The purpose of such an assessment is to obtain a comprehensive description of the student’s work, to give him the opportunity to look at his work from the outside and as a result – to understand, understand and master the topic being studied and to realize the level that he has reached in teaching.
With such an organization of the assessment process, we observe a significant decrease in its control functions and the subsequent punishment and a pronounced increase in motivation aimed at improving and increasing personal competence.
Case 1
In working with primary school students, we use the following types of assessments:
The purpose of informal evaluation is to notice even small progress and try to enhance it with praise and support.
This can be done in a number of ways:
- do not skimp on verbal praise for good results;
- give friendly written comments (in workbooks)
- draw or stamp funny or sad faces (Grade 1)
- create folders with individual work and control work of children.
Informal assessment is hidden and therefore does not scare children and helps to avoid the stress that is inevitable in the use of assessment.
Assessment for learning contributes to the all-round development of the student, without pushing him away from learning, replaces criticism with interested feedback.
Simultaneously with assessment, in the course of discussing the work and results of the student and the team, opinions, judgments, and comments are accumulated. This set of data creates a database – the In-depth Collective Knowledge Base (BKZ).
Use BUKZ, you will be to form new ZUN and learning competencies. Within the framework of the existing standard lesson model, assess, as required by the Federal State Educational Standards, UUD, initiative, creativity, interaction of students in teamwork, moral qualities, develop the ability to fairly objectively assess themselves – their capabilities, their achievements, their behavior, all this a teacher can really get using assessment for learning and evaluating results.
Having carried out self-assessment, mutual assessment, providing observation and feedback, the teacher gets the opportunity to determine an objective comprehensive assessment of the effectiveness of the quality of the student’s achievements.
Comprehensive final assessment, consists of an assessment of the student’s work process and an assessment of the results obtained by him.
Moreover, the process is evaluated by the student himself, and the results of his work will be evaluated by the team members. Both self-assessment and assessment of colleagues require criteria and assessment tables.
In modern technologies, the forms and methods of working with students have undergone a significant change. The teacher, depending on the learning objectives, can also apply a class-lesson system with a frontal form of communication, organize individual work with the student, work in pairs or group work.
The variety of forms imposes its own characteristics on the organization of the evaluation of results. obtained by students in individual and group work. In our course, we will further consider in detail the technology of working in groups and the system for evaluating the individual achievements of a student in group work.
- http://files.school-collection.edu.ru/dlrstore/
Case 2
2 .
Self-Assessment – is self-assessment by the child to measure their own success.
This type of assessment is especially important for this age for the following reasons:
- it ensures children’s psychological safety and autonomy;
- is a necessary component of the concept, which involves lifelong learning, because. in the future, most of today’s students, working independently, will be forced to evaluate themselves and their competence correctly and fairly.
Self-assessment goals:
- provide children with a complete picture of their achievements;
- show whether the personal and teacher assessments match;
- to form the correct attitude towards evaluation.
The use of self-assessment scales can help teachers and younger students make the assessment process transparent, clear, objective and painless.
Teacher and student together have a chance to assess achievements, compare assessment, analyze it and understand their shortcomings.
By doing this type of assessment, students:
- Learn to interact while striving for the same goal;
- Learn to respect and accept another person’s opinion;
- Become partners, which minimizes the negative aspect of competition;
- Begin to trust each other;
- Feel more secure than when working alone.
http://files.school-collection.edu.ru/dlrstore/
Formal assessment is grading in the presence of certain criteria in conditions that ensure the assessment of communicative knowledge, skills in this area.
Case 3
Criteria-based assessment – helps to reduce the student’s anxiety, the formation of positive motivation. The fact that the grades received for intermediate work are not published in the journal makes this work a meaningful activity to increase one’s knowledge..jpg)
The teacher transforms from a stern judge into an interested assistant and consultant. Between the teacher and the student, the law of conflict disappears, assessment turns into a joint work according to the criteria accepted by both parties. Openness. The transparency of the assessment process itself, the opportunity to express their point of view help the student to become a real subject of their learning.
We must not forget that children want to be appreciated, not punished. And if they still need to be criticized, then this should be done in a friendly, correct way, with the help of feedback:
- Individually with each child;
- With a group of children;
- In short written form;
- In a friendly conversation.
Feedback helps children to analyze their strengths and weaknesses painlessly for the child.
http://files.school-collection.edu.ru/dlrstore/
Case 4
Criteria-based self-assessment
Main point criteria-based self-assessment, like many other formative self-assessment techniques, consists in that in the process of students’ cognitive activity it allows to evaluate not only the result of this activity (which it, of course, also analyzes), but also the process of work leading to this result.
Students are initially aware of the criteria by which the work will be evaluated, they are an integral part of the assignment, are set out in writing and are available to everyone.
The basis for further successful and productive work on self-assessment is the first stage of the lesson, which introduces the assessment criteria. The most useful way to introduce these criteria is through a general discussion in which all students and the teacher come to a common understanding of what will be assessed and why.
After the criteria are defined, it is advisable to show with specific examples that the degree of achievement for each criterion can be different, and introduce indicators by which it will be determined.
The next step should be a detailed acquaintance of students with the point scale on which the assessment will be carried out.
It may be a good idea to conduct several trials of participatory assessment, where students practice the application of assessment criteria and metrics using the example of someone else’s work and make sure that they understand them in a similar way.
After the children have graded their work, it is useful to discuss the results of their evaluation and compare it with how the teacher evaluates the same work.
Properly prepared and regularly conducted criteria-based assessment and self-assessment:
- Give the teacher the opportunity to accurately assess not only the actual, but also the potential achievements of students, reflected in their desire to move forward;
- Form student self-organization, providing the student with the opportunity to build a plan for further actions for their own promotion;
- Provide teachers and students with clear, objective assessment criteria suitable for interpretation, analysis and direct use in interaction with students and parents;
- Provide continuity in the work of different subject teachers and create the basis for their collectively distributed work;
- Provide general grounds for assessing the achievements of students at different stages of the educational process in relation to different tasks and situations;
- Form and maintain the interest and level of competency-based participation of parents in the educational process;
- Criteria-based assessment is the basis of almost all assessment methods.
The simplest tool can be considered the familiar technique of color paths or traffic lights.
http://files.school-collection.edu.ru/dlrstore/
Case 5
“Evaluation criteria in elementary school grades 1-4. OK Ilim.
Competences formed during informal and criteria-based assessment.
| 1 |
Understands the received information and applies it in his further education |
Informal |
|
2 |
Apply acquired knowledge |
Informal |
|
3 |
Expresses his thoughts and opinions, illustrates, demonstrates, presents |
Informal |
|
Demonstrates willingness to communicate in a group |
Informal |
|
|
5 |
Knows how to listen and hear the interlocutor (tolerance to other opinions) |
Informal |
|
6 |
Organizes the work of the group |
Informal |
|
7 |
Analyzes and evaluates group work |
|
|
8 |
Understands and accepts his role in the group |
Color tracks (formative evaluation) |
|
9 |
Able to work productively independently |
Self-assessment |
|
10 |
Shows readiness for mutual communication. |
Self assessment |
|
11 |
Analyzes resources that can be used to solve a problem |
Self assessment |
|
12 |
Evaluates the product of his activity |
Self-assessment |
|
13 |
Understands and accepts the assessment of his work in the group |
Criteria-based assessment self-assessment |
|
14 |
Organizes himself for further activities |
Criteria-based assessment – feedback |
Suggests and discusses ideas My experience with formative assessment
Color self-assessment allows the student, using colored pencils, to independently assess how much he understood the material, whether he can complete the task, whether he feels confident in answering the question.
Having chosen one of the three colors, students make notes in their notebooks next to the classwork.
- Red – is an alarm: I can’t do it, it’s hard for me;
- Yellow – uncertainties: I didn’t quite get it;
- Green – well-being: everything is clear to me, I can handle it.
The teacher, taking the notebooks of the students, sees which of them needs help and in what matter.
My proposal for assessment in elementary school.
Introduce a modular grading system. At the end of each semester, take tests in subjects in two ways:
1. Test.
2. Examination.
Carry out ongoing inspections.
Conclusion
By combining different types of assessment, each teacher is able to make this process the most effective, interesting for all participants in the educational process, painless and motivating for further successful learning.
Each child will be judged according to their merits and will leave the lesson satisfied and in a good mood, and at home they will look forward to the next lesson, where again their success will be appreciated and their efforts will be noted.
Experts: lack of grades in elementary grades makes it easier to adapt to school
August 31, 2018, 14:27 /TASS/. The lack of a grading system in the primary grades helps the child adapt to school life. This opinion was expressed by experts on Friday in a conversation with TASS.
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How to prepare your child for September 1st. Psychologist’s advice
Earlier, the Minister of Education of the Russian Federation Olga Vasilyeva spoke out against the possible introduction of an evaluation system in the first grades. According to the minister, first-graders should have a different motivation for learning, adding that the introduction of an evaluation system in the first grade will not lead to anything good.
Lyudmila Dudova, representative of the Association of Teachers of Literature and the Russian Language, believes that in the absence of grades, children endure the period of adaptation to school more easily.
“We already have a practice of non-assessment technologies in elementary school.
It showed that the process of adaptation of children, especially in the first grade, is very successful. It cannot be said that there are no assessments at all, they are just in a different form. Children psychologically endure this calmer,” she said, adding that such a decision is quite balanced.
Children don’t need grades
Teacher, psychologist, founder of the Institute of Non-Formal Education and the “Orange” school Dmitry Zitser draws attention to the fact that many European schools have long abandoned grades. “In the UK, the first six years of assessment are not given. Private schools have moved away from this, from an educational point of view, curiosity should be the motivation for learning. place,” he said, adding that in this case, “the children run to school.”
Zitser noted that the five-point grading system in schools is not always objective. “Suppose a person makes 20 mistakes in a dictation, naturally gets a “deuce”. After that, he works for a long, long time and makes 15 mistakes, getting another deuce.
<…> Even when he makes five mistakes, he still gets a “deuce “, – said the expert.
Development Director of the National Parent Association Marianna Shevchenko also supported non-judgmental education in primary school. “The task, especially in primary school, is to form a child’s interest in learning new things. If he is just starting in kindergarten, and the task of preschool education is to lay the foundations, to prepare the child, <...> then here he begins to take his first steps. And on how supportive the atmosphere will be, the more harmonious and comfortable, the less traumatic he enters into it, the better, grades always, whatever they are, injure the psyche, especially if they are bad, discourage all interest in learning, “- said the expert
Vsevolod Lukhovitsky, a teacher of the Russian language and literature, a member of the board of the Interregional Trade Union “Teacher”, noted that he uses internal ratings in his school, and not “formal” grades. “Moreover, now, in general, children don’t need school grades at all.
Children go to colleges according to the OGE, to universities – according to Olympiads and the Unified State Examination,” he said.
The expert also noted that grades are not particularly important when entering a university. “Strictly speaking, a school graduate needs a certificate only to please his parents, or to enter foreign universities where a certificate is required. But for Russian universities, it means little. Therefore, in general, for grades, especially in high school, children do not pay no attention,” he added.
Unsupervised learning
However, according to Alexander Shevkin, teacher of mathematics at Moscow School No. 2007, Honored Teacher of the Russian Federation, co-author of seven mathematics textbooks, the abolition of school grades will leave the educational process uncontrolled.
“The teacher turns into a consultant and assistant for children in their communication with the “electronic teacher”, who will set their own scores. At the same time, personal communication between the teacher and the student, the ability to take into account individual characteristics.